Reading, listening

1. SKILLS

Part 1

2. Revision/Discussion

How many words do you remember that
characterize Communicative Approach?
What was the best task at the previous
seminar? Why? Have you tried any of those
tasks with your students? Give your feedback.
What do you look at if you want to define the
main aim/type of the lesson? Can there be a
vocabulary presentation in a Listening lesson?
What are the two basic types of lessons? What
are the subtypes?

3. Types of Lessons

Systems:
Skills:
Vocabulary
?
Grammar
Phonetics
Functions

4. The four skills:

Reading
Listening
RECEPTIVE
Writing
PRODUCTIVE
Speaking

5. READING

Learning outcomes
By the end of this session you will be
able to:
Explain
key concepts related to
reading and its subskills;
Create a communicative reading
task/lesson.

6. How do you read?

for
gist
for
specific information
analyzing
the language
in the message closely
analyzing
a text very
closely to understand
the meaning
for
pleasure

7. What are the sub skills typical for the following texts?

Novel
Recipe
Travel
brochure
Instructions
Train or bus
timetable
Newspaper
Advertisement
Textbook passage
accompanied by
a grammar
exercise
Menu
Legal document
Email
Magazine

8. What were the stages of the lesson?

Stage
Aims
Time
Task
Interaction
patterns
1. Lead-in (picture-based pair/group discussion –
checking prediction, gist/scanning reading,
feedback)
2. Jigsaw reading (pre-teaching vocabulary,
reading the cut-up text for details, speaking
information gap groupwork qu-s answering,
feedback, gist reading for headline, feedback)
3. Production stage (discussion/roleplay etc.)

9. Always remember to:

activate schemata;
present difficult vocabulary;
give a task before reading;
give a creative task after reading;
Ask yourself a question “Why am I doing
this?” at every stage of the lesson.
Choose topics that fit their age and status;
Ask instruction checking questions;
Give links to real life
etc

10. Read the text and complete the following tasks.

Produce
exercises for each sub skill.
Describe in what type of lesson and
how you would use this text.
What nice follow-ups can you think
of for this text?
If this text was used for extensive
reading, how would you organize
your lesson?

11. LISTENING

Learning outcomes
By the end of this session you will
be able to:
Describe
the differences
between written and spoken
language;
Explain key concepts of listening;
Create sample listening tasks.

12. What do you listen to?

13. How do you listen?

for
gist
for
specific information
analyzing
the language
in the message closely
analysing
a text very
closely to understand
the meaning
for
pleasure

14. Watch the video and think of exercises for each sub skill and extensions.

Listen+Draw+Tell

15. SPOKEN ENGLISH WRITTEN ENGLISH (speech) (texts)

SPOKEN ENGLISH
(speech)
•Characterised by
hesitations,
reformulations,
paraphrasing
•If you miss something,
it’s not possible to
have it repeated
•It is dynamic and
happens in real time
WRITTEN ENGLISH
(texts)
•Are often static,
structured, organised
logically with
punctuation
•Can be processed at
a pace that the reader
is comfortable

16. Listening Focus

17. Listening round-up

Watch the video and say how many
people you’ve recognized.
What type of video is it?
Play me
Reflect on all the information you’ve
received today and create a 10-min
sample of a lesson based on this video.

18. Take a Reflection break…

THANK YOU FOR YOUR
PARTICIPATION!!!